Da vivência à síntese

INTRODUCTION: Access to public restrooms by transgender people is marked by constraints, exclusion, and rights violations. PURPOSE: To critically analyze the pedagogical experience of a thematic, structured academic workshop on the use of public restrooms by transgender people. METHODS: Experience report developed from an academic workshop with Psychology undergraduates, highlighting lessons learned and recommendations for application. The systematization of results was based on operational records and a reflective field diary. RESULTS: The workshop proved to be a powerful formative strategy, with strong engagement and satisfactory implementation. Lessons learned include the effectiveness of visual tools for making meanings visible and linking ideas; the need for affective mediation and attentive listening to sustain potential dilemmas; and time adjustments plus refinement of certain guiding questions to improve the debate. CONCLUSION: The workshop functioned as a pedagogical strategy capable of fostering listening dialogue and critical reflection, with potential for application across different contexts at low cost

Active listening · Formative assessment · Mediation · Transgender · Gender, Sexuality, and Education · LGBTQ Health, Identity, and Policy · Race, Identity, and Education in Brazil